CCSS

Code

e.g.

RL.K.5

OUTCOMES

(Lesson Focus)

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished

the desired outcome? Please state the question that will be

asked during your formative assessment.

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome? Please list in the

order that you will implement.

3 HOT QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

RL.PK.1

RL.PK.4

RL.PK.7

RI.PK.10

 Explore the senses of smell by smelling objects in the enviroment.

 What sense organ helped you smell the food?

1.  Bring to classroom different foods and perfumes.
2. Place pieces of food and cotton with different fragrances.
3. Explain to the children that we will learn about our sense of smell and review the other senses we have cover.
4. Pass around different food items.
5. Have the children describe what they saw.
6. Ask: What sense did you use? (sight)
7. Have the children smell the item.
8. Ask: What sense did you use? (smell) What sense organ did you use? (nose)
9. Pass around  items.
10. Have the children describe how they smell.

1. What organ did you use to smell the fruits?
2. How did the fruits feel?
3. How could you tell if something smells good or bad? (By smelling the item)

Tues

RL.PK.1

RL.PK.4

RL.PK.3

RL.PK.5

RI.PK.7

RL.PK.7

RI.PK.10

The children will:

• Identify the five senses
• Tell how each sense helps them learn about living things and nonliving things.

 What senses can you identify in the story?  

1. Display Flip Chart page 9.
2. Review vocabulary terms.
3. Ask: what does the girl use to hear the dog bark? What does the girl uses to see the puppy? What does the girl use to find out how the puppy feels?
4. Read the “The Gingerbread Boy.”
5. Ask: Who did the people were running after? Why? What sense can you identify in the story? What happened at the end to the Gingerbread Boy? How did the Gingerbread Boy felt at the beginning of the story and how did he felt at the end of the story?
6. Give each child a gingerbread cookie.
7. Have the children comment on the many things they see, hear, smell, and taste.
8. Have the children explore and tell what sense help them explore that object.
9. Record children’s comments on  a chart.

1.  Who did the people were running after? Why?
2.  What senses can you identify in the story?
3. What happened at the end to the Gingerbread Boy?
4. How did the Gingerbread Boy felt at the beginning of the story and how did he felt at the end of the story?

Wed

PEP RALLY 

PEP RALLY

PEP RALLY

PEP RALLY

Thurs

Reading 

Reading 

Reading 

Reading

Fri

NO SCHOOL

DATA DAY

NO SCHOOL

DATA DAY

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1.  hear                              6.

2. touch                               7.

3. taste                               8.

4. smell                             9.

5. taste                              10.

Use of Technology:

   ____ Smartboard

   ____ Student Response System